Towards a Person‐in‐situation Model of Teacher Stress

Bibliographic Data

ID9615288
AuthorsNorman Worrall (University of London), DEREK MAY (University of London)
Year1989
Volume59
Issue2
Pages174-186
Publication date1989-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1989.tb03089.x
OpenAlexW2057551630
LanguageEN
Citations received6

S ummary . It is claimed that teacher stress research to date has addressed practical issues at the expense of theory, and that such theory as exists has been too cognitive. A theoretical account is developed which gives representation, (a) to affective as well as cognitive constructs, and (b) to clinical as well as experimental evidence. The account also recognises that triggering of disturbances is frequently non‐conscious or automatic, as well as the fact that stress can be experienced retrospectively or merely reflectively when no threat is present. Explanatory priority is assigned to the teacher's present emotional state which is seen to moderate “appraisal” of both interpersonal and intrapersonal sources of disturbance. For a given episode, the most general determinant of this present emotional state is located in the personality as core stress. The individual teacher then relates to potential stress situations via modes of interpersonal transaction which can offer varying degrees of stress protection. The model thus generated can be understood heuristically; within the present paper it is also used to develop an agenda for future research

Appraisal theory · Cognition · Cognitive psychology · Interpersonal communication · Intrapersonal communication · Personality · Representation (politics) · Stress (linguistics) · Emotional Intelligence and Performance · Psychology · Social Psychology

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